scholarly journals Impact of Life Perspective on Students’ Psychological Readiness for Professional Activity as Psychologists in Education

2021 ◽  
Vol 26 (6) ◽  
pp. 96-106
Author(s):  
Y.N. Gut ◽  
M.Y. Khudaeva ◽  
M.K. Kabardov ◽  
E.A. Ovsyanikova ◽  
A.K. Bedanokova
Keyword(s):  
Empirical Study ◽  
Undergraduate Students ◽  
Educational System ◽  
Educational Psychology ◽  
Research University ◽  
Psychology Students ◽  
Professional Activity ◽  
Life Purpose ◽  
Pedagogical Institute ◽  
The Impact

This paper is aimed at studying the impact of life perspective on the formation of psychological readiness for professional activity in psychology students who have chosen to work in the educational system. We present materials of an empirical study obtained on a sample of 2—4-year students of the Faculty of Psychology of the Pedagogical Institute of the Belgorod State National Research University. The sample consisted of 80 undergraduate students of the Educational Psychology program, aged from 20 to 23 years, 56 females and 24 males. The following techniques were used: “Motivation for Professional Activity” (by K.Zamfir, modified by A.A.Rean), “Professional Readiness” (by A.P.Chernyavskaya), “The Method of Motivational Induction” (by J.Nütten, adapted by D.A.Leontiev) and “Life-Purpose Orientations Test” (by J.Crumbaugh, L.Maholik, adapted by D.A. Leontiev).The study showed that meaningful perception of life perspective determines the development of motivational, cognitive and emotional components of readiness for professional activity in psychology students.

Three-Year Study of the Impact of a Research Experience Program in Aerospace Engineering on Undergraduate Students

2021 ◽  
Vol 4 (4) ◽  
pp. 23-32
Author(s):  
Jacques C. Richard ◽  
So Yoon Yoon
Keyword(s):  
Undergraduate Students ◽  
Career Paths ◽  
Research University ◽  
Aerospace Engineering ◽  
Research Experience ◽  
Research Knowledge ◽  
Research Experiences ◽  
Public Research University ◽  
The Impact ◽  
Engineering Career

This study reports results from a three-year implementation of a Research Experiences for Undergraduates (REU) program funded by the National Science Foundation in aerospace engineering at a public research university in the southwestern United States. Students’ perceptions of research knowledge, skills, and engineering career paths were all positively affected.

“Solvitur Ambulando” (It Is Solved by Walking): Learning Business Leadership on the Camino De Santiago

2020 ◽  
Vol 44 (4) ◽  
pp. 406-434
Author(s):  
Shannon Deer ◽  
Nancy Simpson
Keyword(s):  
Leadership Development ◽  
Undergraduate Students ◽  
Research University ◽  
Course Design ◽  
Learning Experience ◽  
High Impact ◽  
Camino De Santiago ◽  
Course Experience ◽  
Development Literature ◽  
The Impact

Undergraduate students enrolled in a large research university walked 500 miles on the Camino de Santiago (Camino) as a culminating experience of a course designed to foster high-impact learning, specifically learning about themselves as leaders and global citizens. The purpose of this qualitative study was to explore undergraduate students’ perspectives about the impact of the experience on their leadership development. The course design incorporated leadership theory and high-impact learning practices to provide students with an innovative and in-depth learning experience unique from a classroom setting. A thematic analysis of student post-Camino metareflections gave insight as to how students perceived their development as leaders and what elements of the experience students perceived to be most impactful. Interpretation of the findings was informed by leadership development literature identifying the metacompetencies and competencies of a leader. Other business schools could incorporate the findings regarding leadership development and the effectiveness of the specific course experience to implement their own programs. We provide recommendations and outline resources other universities would need for structuring similar innovative, high-impact learning experiences designed to enhance students’ leadership competencies.

The impact of mentoring and pedagogy on mitigation of library stress of undergraduate students

2017 ◽  
Vol 66 (8/9) ◽  
pp. 628-654
Author(s):  
Huwayah M. Alazemi ◽  
Awadh Alharbi
Keyword(s):  
Correlation Analysis ◽  
Undergraduate Students ◽  
Educational Psychology ◽  
Design Methodology ◽  
Faculty Members ◽  
Library Services ◽  
Content Type ◽  
Higher Order Learning ◽  
Teaching Learning ◽  
The Impact

Purpose This paper aims to justify the relevance of student-centred teaching – learning in influencing their motivation to shed library fear, source resources, attain higher-order learning, garner intellectual prowess and invent new theories. Design/methodology/approach To assess the validity of association between guidance, pedagogy, library access and intellectual prowess, a close-ended questionnaire is used. This questionnaire was administered on 350 undergraduate students in Kuwait. The step helped to gather their responses and initiate correlation analysis. Also, correlation analysis was used to review the association between the items selected in the questionnaire, interpret outcomes and draw valid inferences. Findings The outcome highlights that such students show keen interest to learn when faculty members give credence to educational psychology, teaching-learning quality, knowledge transfer and their transformation into knowledge seekers. The realization of such scholastic capabilities makes it possible for them to shed library fear and search disappointments, circumvent procedural complexities and pay least importance to size of library structure. Such mental state heightens their desire to use library services optimally, learn and contribute to new knowledge. Originality/value Few attempts have been made to study the impact of mentoring and pedagogy on mitigation of library stress undergraduate students.

scholarly journals The Impact of the COVID-19 Pandemic on Dental Education: An Online Survey of Students’ Perceptions and Attitudes

2021 ◽  
Vol 9 (10) ◽  
pp. 116
Author(s):  
Ana Badovinac ◽  
Matej Par ◽  
Laura Plančak ◽  
Marcela Daria Balić ◽  
Domagoj Vražić ◽  
...  
Keyword(s):  
Online Learning ◽  
Undergraduate Students ◽  
Educational System ◽  
Online Teaching ◽  
Positive Attitude ◽  
Online Survey ◽  
Dental Education ◽  
Online Lectures ◽  
Perceptions And Attitudes ◽  
The Impact

Purpose: Dental education institutions worldwide experienced disruptive changes amid the COVID-19 pandemic, with a rapid switch to the online learning format. Thus, this study aimed to assess the impact of the COVID-19 pandemic on dental education and evaluates the perceptions and attitudes of students towards the introduction of online learning in the School of Dental Medicine in Zagreb, Croatia. Methods: A survey was conducted on a population of undergraduate students. It was comprised of perceptions and attitudes of students on the impact of the COVID-19 pandemic on their psychoemotional status, changes introduced in the educational system, and online learning in particular. Results: Of the 352 students that completed the survey, 66.2% of students reported being psychoemotionally affected by the lockdown. The most significant impact of the switch from in-person to online learning was observed in terms of missing contact with lecturers (60.3%) and peers (90.3%) and loss of practical courses, regarding which 65% of students agreed that they could not be compensated. While only 36.1% reported that online teaching fully met their expectations, the majority of the students (61.9%) agreed that online lectures were as valuable as in-person lectures and that the theoretical courses could be carried out online in the future as well (69.9%). Conclusions: Students reported relative satisfaction with changes in the learning format and a positive attitude towards online learning; however, several challenges and obstacles were identified.

scholarly journals Personality and emotional sphere of students in the context of the preparation of specialists for work with children in legally relevant situations (Part 1)

2016 ◽  
Vol 6 (1) ◽  
pp. 58-72 ◽  
Author(s):  
A.V. Degtyarev ◽  
E.A. Galkina
Keyword(s):  
Empirical Research ◽  
Undergraduate Students ◽  
Educational Development ◽  
Essential Element ◽  
Personal Characteristics ◽  
Psychology Students ◽  
Professional Activity ◽  
Legal Psychology ◽  
Empathic Ability ◽  
High Level

This study demonstrated results of empirical research empathic features and personal characteristics of psychology students. The study was conducted on 60 students enrolled at the faculty of "Legal psychology" of the Moscow State Psychological and Pedagogical University: 30 1st year students aged 17 to 20 years (28 girls and 2 boys), 30 5th year students aged 21 to 24 years (22 girls and 8 boys). One of the main objectives of this study was to identify the characteristics of empathic ability in psychology students at various stages of training. During the analysis of the results, in particular, it was found that undergraduate students empathy indices are higher, as opposed to younger students. However, none of the students has not been found a high level of empathy, which suggests the need to create conditions conducive to educational development as an essential element for effective professional activity.

scholarly journals The Impact of Library Resource Utilization on Undergraduate Students’ Academic Performance: A Propensity Score Matching Design

2015 ◽  
Vol 76 (5) ◽  
pp. 566-586 ◽  
Author(s):  
Felly Chiteng Kot ◽  
Jennifer L. Jones
Keyword(s):  
Academic Performance ◽  
Propensity Score ◽  
Propensity Score Matching ◽  
Undergraduate Students ◽  
Research University ◽  
Full Time ◽  
Grade Point ◽  
Library Resource ◽  
Library Resources ◽  
The Impact

This study uses three cohorts of first-time, full-time undergraduate students (N=8,652) at a large, metropolitan, public research university to examine the impact of student use of three library resources (workstations, study rooms, and research clinics) on academic performance. To deal with self-selection bias and estimate this impact more accurately, we used propensity score matching. Using this unique approach allowed us to construct treatment and control groups with similar background characteristics. We found that using a given library resource was associated with a small, but also meaningful, gain in first-term grade point average, net of other factors.

scholarly journals ВРЕМЕННАЯ ТРАНССПЕКТИВА КАК ФАКТОР ПРЕАДАПТАЦИИ К НЕОПРЕДЕЛЕННОСТИ ПРОФЕССИОНАЛЬНОГО БУДУЩЕГО

2021 ◽  
Vol 1 (12(81)) ◽  
pp. 13-17
Author(s):  
Е. Лебедева
Keyword(s):  
Professional Development ◽  
Labor Market ◽  
Empirical Study ◽  
Stress Resistance ◽  
Professional Education ◽  
Time Perspective ◽  
Professional Activity ◽  
Psychological Resources ◽  
Life Path ◽  
The Impact

The article deals with the problem of professional development in the context of digitalization. The author analyzes the changes, taking place in the labor market and in the educational sphere. The question is raised about the impact of digitalization on strategies and mechanisms for organizing time and the image of the professional future, taking into account possible destructive trends in professional development. As a subject of research, a temporat transpective of the personality is proposed as a meaning-forming basis of the life path and a regulator of the subject's professional activity. The author presents the results of an empirical study of the parameters of professional and time perspective, the ability to manage time and psychological resources of stress resistance among university students. It is concluded that the temporal transpective of a person at the stage of obtaining a professional education may be a predictor of successful preadaptation to an nonlinear professional future.

The Impact of TimeSlips on Undergraduate Students in Service Learning With Older Adults

2020 ◽  
pp. 1-8
Author(s):  
Sabine Heuer
Keyword(s):  
Older Adults ◽  
Service Learning ◽  
Undergraduate Students ◽  
Attitude Scale ◽  
Evidence Based ◽  
Attitudes Toward Older Adults ◽  
Students Attitudes ◽  
Attitude Shift ◽  
The Impact ◽  
Journal Entries

Purpose Future speech-language pathologists are often unprepared in their academic training to serve the communicative and cognitive needs of older adults with dementia. While negative attitudes toward older adults are prevalent among undergraduate students, service learning has been shown to positively affect students' attitudes toward older adults. TimeSlips is an evidence-based approach that has been shown to improve health care students' attitudes toward older adults. The purpose of this study is to explore the change in attitudes in speech-language pathology students toward older adults using TimeSlips in service learning. Method Fifty-one students participated in TimeSlips service learning with older adults and completed the Dementia Attitude Scale (DAS) before and after service learning. In addition, students completed a reflection journal. The DAS data were analyzed using nonparametric statistics, and journal entries were analyzed using a qualitative analysis approach. Results The service learners exhibited a significant increase in positive attitude as indexed on the DAS. The reflective journal entries supported the positive change in attitudes. Conclusions A noticeable attitude shift was indexed in reflective journals and on the DAS. TimeSlips is an evidence-based, patient-centered approach well suited to address challenges in the preparation of Communication Sciences and Disorders students to work with the growing population of older adults.

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